EDUC 531 Term III Lesson Plan Christina Chapman

Core Decisions What The curricular content of this lesson will be reinforcing students ability to identify and describe simple shapes. I will provide them with math terminology for doing so. Currently, students are identifying and copying/tracing shapes. However, their instruction regarding the appropriate terminology is limited. In the 1950s, Pierre and Dina Van Hiele introduced a developmental model of geometric thinking. According to Chapin and Johnson, in order for students to move through the levels of this model, they need to have diverse experiences involving geometry. This exposure is important because it allows students to engage in high- level thinking. Students need to receive more than the identification tasks found in a textbook. It is my hope to provide students with such an experience. I want to get students thinking about the properties of the shapes they are identifying. Ultimately, I want to activate students higher level thinking skills.

How My primary strategy for this lesson will be presenting and modeling appropriate use of math terms. In addition, I will facilitate group discussion about describing shapes and monitor/assist students during independent work time. These choices will help to support both my pedagogical and mathematical goals for the students, because students will be gaining opportunities to express their mathematical reasoning through discourse. In addition, students will gain practice determining the number of corners and sides for a give shape as they create their books.

Prior to beginning the lesson, I will make my expectations for behavior clear. I will specifically remind students to use a quiet hand and their listening ears when others are speaking because as these are norms the class tends to forget most often. Establishing and reinforcing these norms during the discourse is essential because it allows for the students mathematical reasoning to be both heard and respected.
* I also decided not to use the shape video for this lesson as I felt it did not provide any additional information I would not be able to present to the students.

Why While geometry is an important topic, it generally receives less attention than topics such as whole number, fractions and decimals. I am witnessing this in my current classroom. Much of the students math instruction is around early number concepts. In my class the students in my class have instrumental knowledge of shape identification. However, I feel they will benefit from developing conceptual knowledge of these shapes

EDUC 531 Term III Lesson Plan Christina Chapman they are identifying. It is essential for students to develop a conceptual knowledge of shapes, because it allows them to recognize relationships. I feel it is more likely that a student will develop conceptual knowledge if they are an active participant in the learning process. In order to increase student participation, I will use multi modalities to engage students in meaningful ways. I find using multi modalities are particularly effective to engage students in the Kindergarten classroom. Therefore, I included the shape song video and hokey poky (shape version) to not only engage students, but to also address various learning styles within the group. Goals/Objectives SWBAT indentify simple shapes specifically triangle, pentagon, circle, square, and rectangle SWBAT draw a triangle, pentagon, circle, square, and rectangle in their shape books. They will also determine the number of sides and corners of the specific shapes SWBAT use the mathematical terms sides and corners to describe the properties of simple shapes Common Core Standards CCSS. Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Materials and Preparation Crayons Chart paper Pencils Shape Cutouts Shape Booklets

Classroom arrangement and management issues Initially students will be seated at a rectangular table. I will be standing in front of the table. The students will then move to an open area in the class for the hokey pokey portion. It will be important to monitor transition back to the table, as the students may

EDUC 531 Term III Lesson Plan Christina Chapman still be full of energy after singing. Therefore, it is also essential to remind students to refocus once seated. Plan Launch (10 minutes) Pass out shape cutouts (triangle, rectangle, pentagon, square, circle) Sing shape hokey pokey to activate students prior knowledge about shape identification. Students must be able to correctly identify the shape in order to participate in the song. (song is from mensaforkids.org).

Example of Verse Teacher Says: Triangle! Students pick up triangle All sing: You put your triangle in, you put your triangle out. You put your triangle in and you shake it all about. You do the Hokey Pokey, and you turn yourself around. Thats what its all about! Repeat using other shapes

After singing I will ask will ask the students the name of shapes we sung about. I will write the names of the shapes on the chart paper. I will then use the triangle to introduce the properties of shapes. I will hold the triangle up and ask students the name of the shape. I will then turn the triangle and ask the students if they still think it is a triangle and why. I will then ask the group If the triangle has 3 sides how many corners do you think it will have? If the students are not sure I will highlight the triangles corners pointing and counting aloud. I will also write the terms corner and sides on the chart paper so students can reference them as they complete their books. Work and Explore (15 minutes) Students will create their own shape books. I will review the words on one page of the book aloud with the whole group so that the students are familiar with the words before they begin. Students will draw the five shapes mentioned earlier and write the number of sides and vertices in the blank spaces. The shape cutouts used during hokey pokey will be available for students to reference as they draw their pictures

EDUC 531 Term III Lesson Plan Christina Chapman

Sample Book Page

I Can Draw a Pentagon

There are______ sides and ______corners.

Debrief and wrap up (5 minutes) Students will turn and share their books with a partner. Those who would like to can share their book aloud with the whole group. I will ask them to also share how they determined the number of sides and corners for their shapes. Prior to this sharing time I will remind the students to point and count aloud the numbers of sides and corners. I will engage the other students by asking them if they agree with the students findings Anticipating students responses and your possible responses Students may get caught up with perfecting their drawing of shapes such as wanting to color them in etc. They may also want to rush through to have time to color in the cover page. It will be important to remind students to take their time, and to also be aware of time limits. Students may become distracted during partner sharing so it will be important to remind them to stay on task. Some students may not remember or be unable read the shape names they need to draw in their book. I will help them to sound out the first letter in the word. If they are still unsure we will stretch out the remainder of the word together. Assessment of the goals/objectives listed above Students participation in the shape hokey pokey will be used to asses their recognition of simple shapes Students books will be used to demonstrate their ability to draw simple shapes Student books and sharing with pairs and whole group will be used to demonstrate their ability to determine the number of corners and sides of shapes

EDUC 531 Term III Lesson Plan Christina Chapman Accommodations For students who finish their books early Students could draw pictures or generate patterns using the given shapes For students who feel unprepared to make the perfect shape Some students may be reluctant to try and complete their books because they are hesitant to draw shapes independently. I would also ask these students reference the shape cutouts and use their finger to trace the outline of the shape in the air. Then I would tell them to take their pencil and draw the same outline on the paper. If a student is still having difficulty, I would place a dot representing the vertexes of the shape on their paper so that they could connect them.

Checklist Student

Task Can identify shapes Can draw shapes Can determine number of Corners Can determine number of sides

Proficient

Needs Improvement

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